Archive for the ‘education’ Category

Being the descendant of slaves gives you a clear sense of perspective. I already know that my anxiety sometimes leads me to have a disproportionate reaction to certain things, but I wasn’t overreacting yesterday when my new tablet shut off unexpectedly and I lost FOUR days of writing. That’s almost 4000 words! I managed to write 400 words last night (I’m trying to write 1K words/day) and then got up this morning hoping the tech people at work would be able to recover my lost document (they couldn’t). First I stopped at the African Burial Ground National Monument in order to participate in their Juneteenth events. I helped to read aloud the names of 1300 abolitionists and then went back outside to see some Civil War reenactorsrepresenting the 26th United States Colored Troops. Judah encounters Union soldiers in this novel and so it was good to see an example of the uniforms, weapons, tent, and other supplies (including food) that African American soldiers would have used. By the time I got to work, I no longer had much hope that the lost document would be recovered. And you know what? It’s ok. I was on the verge of tears yesterday but today I know that in the grand scheme of things, losing a couple chapters of my novel isn’t a real hardship. Imagine those poor folks in Texas who should have been freed in 1863 but were kept in bondage for another two and a half years. They didn’t fuss and complain—they moved forward (and set up an annual party to remind them of their blessings). People suffered so much for me to be where I am today, to have the kind of life where I can dream about the past and write books that give voice to some of those who were unfairly silenced. So I will simply start over and visit the Mac store tomorrow to get the replacement laptop I should have bought a month ago…

As promised, author Lyn Miller-Lachmann is back with a guest post on bullying—an issue addressed in her latest novel ROGUE. Take it away, Lyn!

Earlier this month I attended an anti-bullying workshop in Albany presented by the Anti-Defamation League, the organization known for its “A World of Difference” diversity training. Combatting bullying in K-12 schools is a new initiative for the ADL, one prompted by the rise of cyberbullying and the rash of suicides of young people targeted by bullies. Even though I got into the workshop because I teach part-time in a religious school program, I was more interested in this workshop because I experienced relentless bullying as a child and teenager, and both my recently-published novel, Rogue, and the one I wrote after Rogue begin with a bullying incident.

My difference as someone on the autism spectrum made me the target of bullies. Although I wasn’t officially diagnosed until adulthood, my atypical behavior—which included crying at the slightest provocation and having full-blown meltdowns when situations escalated—gave bored classmates endless opportunities for entertainment. In between provocations, however, I mainly experienced neglect and exclusion. I received few invitations to parties and was rarely chosen for teams or for leadership positions in school activities. Once, when I did become a committee chair in my temple youth group, an officer removed me several months later to give the position to one of her friends.

Although I encountered physical and emotional bullying, my protagonist in Rogue, Kiara, mainly experiences exclusion—first from the popular girls who push her lunch tray from the table, and then from the school that suspends her because she fights back. For much of the story, she sees herself on the outside, with her nose pressed to the glass of a world she cannot enter. While much of modern-day bullying occurs on the Internet, Kiara is so disconnected from her peers that she remains unaware of what they might be saying about her, at the same time as she trolls websites anonymously for advice on how to make and keep friends and information about a world she doesn’t understand.

At the ADL workshop, the presenters introduced us to the social norms approach as a way of reducing the incidence of bullying in schools. This approach was first developed in the late 1980s as a way of reducing binge drinking in colleges and universities. The idea is to counteract the belief that “everyone does it” with actual statistics showing a small minority of students engaging in this dangerous practice. Once students see that binge drinking is an infrequent and extreme activity, peer pressure to drink will turn into peer pressure not to drink.

Adapted to counteract bullying in K-12 schools, the social norms approach leads to informational posters that read, “DID YOU KNOW, 96% of us think we should always try to be friendly with students who are different from us,” “Get the News! In the 30 days before the survey, most of us have not teased others in a mean way,” and “GREAT MINDS THINK ALIKE! A majority of Middle School students would tell an adult at school if they were being bullied.”

And then there was this one: “Join the crowd! 84% of us agree that the teachers and other students care about us.”

I raised my hand, and when the ADL presenter called on me, I said, “But what if you’re in the other 16%? That is an extremely isolating place to be.” I spoke about my own experience with exclusion because of my weak social skills and atypical behavior, and added, “And what if the 16% happens to be all the students who have disabilities? Or all the students with limited English proficiency? Or all the students who happen to live in a mobile home park in an otherwise wealthy suburb?”

One of the other people in the workshop answered, “If you see the poster about binge drinking, and you’re one of the 20% who binge drinks, that’s a sign that you need to get help. It’s the same in this case.”

But it’s not the same. To begin with, the individual takes action to drink while being an outcast is something others do to the individual. And while using social norms to rein in problem drinking has proven effective, social norms are part of the problem in dealing with individuals and groups who have already been put out of the pack.

My different perspective on the subject of social norms comes from personal experience—the kind of personal experience that went into the writing of Rogue. This different perspective is important if we want to eliminate bullying in schools and in society. A social norms approach is not the answer, unless we also include an understanding of and appreciation for diversity—including neurodiversity (http://en.wikipedia.org/wiki/Neurodiversity )—and a commitment to giving everyone a place of dignity, respect, and importance. And that means a genuine commitment, not giving an answer that the person doing the survey wants to hear but reaching out to people who may be isolated and difficult to reach. For that person who is different may be the one with the special talent to offer, or the solution to the problem.

Last week I interviewed Kelbian Noel, a YA spec fic author that I met while I was up in Toronto. Yesterday Kelbian returned the favor by featuring me on her blog, Diverse Pages. Here’s one of the questions I was asked to consider:

DP: Have you always written about characters of color? What challenges (if any) have you faced in doing so?

ZETTA: When I took a creative writing class in high school, I wrote a picture book that featured white characters. Fortunately, I was failing that class and so wound up dropping it. In college I had my first black professor and he introduced me to the work of Jamaica Kincaid; that changed my academic focus and as I discovered more black authors, I began to write about people of color. I went through a process of “decolonizing my imagination” and it did take some time for me to develop authentic characters that came from the community where I lived. For a while I worried that readers would feel my characters weren’t “black enough,” but the more I traveled and the more widely I read, the easier it became to create credible, diverse black characters.

On Monday I met with a group of amazing young poets at the Brooklyn Public Library and one young writer showed me a picture book she had self-published–all her illustrations showed white children. I hope she finds a “mirror” for her black female self in my books. You can read the entire interview here.

…and you’ll never work a day in your life.” I first heard this years ago, back when I was an avid NBA fan. Marc Jackson told a reporter that his father had given him that advice when he was young, and it made absolute sense to me at the time. I turned 40 a couple of weeks ago, however, and I now know that loving what you do doesn’t mean that you don’t work hard—it just means that at the end of a busy day you don’t feel defeated. You DO get tired, and some days you DO dread getting out of bed. But for the most part, having a job you love means you feel the time and energy you spend are an investment in something important. I spent last weekend in Columbia, South Carolina and was impressed over and over by the enthusiasm and dedication of the librarians and educators I met. On Friday I had dinner with three black women academics (Rachelle Washington, Michelle Martin, and Dianne Johnson) and a recent grad just starting her career in communications. It was an interesting moment—Jasmine laid out her plans for work/life/family and we elders talked about the need for self-care. Rachelle runs a “Sistah Doctah retreat” at Clemson University that provides mentoring and support for black women scholars and graduate students. There have been a lot of articles online lately about the specific challenges black women face in the academy. After my mid-week migraine I had to admit that self-care has not been high on my list of priorities this semester (I just had leftover cake for breakfast). I felt guilty lounging in a hotel room last weekend (I did grade midterms for a couple of hours) but I know that if I don’t slow down, eventually I’ll crash. The semester gets going and you try to “hold on” and “push through,” but that’s not healthy. I haven’t gotten any writing done lately, either, and that just makes me mean…

On Saturday I got some books at the Robert Mills Museum and then walked over to the Richland County Public Library to meet Michelle’s graduate students. They had compiled a list of more than *fifty* questions after reading Wish and we had a wide-ranging conversation about the novel, my writing process, and the challenges of getting published. I also got to learn about their literacy projects, which include books clubs, book drives, and puppetry! The library has its own puppet theater and I melted a little when I saw all their puppets hanging on the wall. I immediately recalled the raggedy old monkey puppet my mother saved for me when she retired from teaching. I need to figure out how to be the kind of professor who gets to play with puppets now and then. Or maybe I should’ve become a librarian! The ones I met in Columbia were so energetic—especially when talking to or about their teenage patrons. The best part of my author presentation was the Q&A and the two young women who talked about their own struggles with writing. “Did your parents support your decision to become a writer?” Uh—no! Not at all. They eventually came to tolerate my writing but you can’t expect *your* passion to mean as much to other people. I often say that being around teachers is like being around family, but the difference is that the teachers and librarians I meet *now* truly value my work. Having dinner with RCPL librarians Heather, Sherry, and Jennifer was a lot fun—we talked about Game of Thrones, trauma in picture books, having immigrant parents, and (of course) the election. Sunday was a day of rest and then I spent Monday at Westwood High School—a beautiful, brand new school just north of Columbia. My librarian host, Marti Brown, is also a student of Michelle Martin so she was familiar with my work and planned an amazing visit for me with her co-librarian Cathy. How often do you show up at a public school and find hot biscuits, grits, scrambled eggs, and bacon?! I ate my fill and then gave a short talk to a nice group of teachers—as long as their day is, they still showed up early to hear about my books. Then I gave a presentation to about three hundred students in the school’s state of the art auditorium—complete with cordless mic and remote so that I was able to roam around and still advance my slides (all tech stuff was handled by members of the broadcasting club!). I told the students later that I wished the kids in Brooklyn could see Westwood High—*every* child should be able to attend a school like that. Before leaving for the airport I had a pizza lunch with the book club and heard a powerful poetry performance by Marshay, the Miss Westwood pageant-winner. They sent me off with a portable Redhawk blanket that kept me warm on the chilly flight home…one of my best school visits ever.

It was lovely to be spoiled like that but it was also good to come home. Getting out of NYC wasn’t easy—we’re still recovering from “Superstorm Sandy” and it was hard to hail a cab since most of them were taken and/or were in line waiting for gas. I got gouged by the cabbie (and lectured on why I should have kids) but I made it to the airport on time and even made my connecting flight despite a one-hour delay leaving JFK. I stepped off the plane in Columbia and looked up at a clear, blue sky—there was sunshine and a strong breeze—and I felt a mixture of relief and guilt. Everyone I met asked how I had weathered the storm and I shared how blessed I felt not to have experienced any flooding or power loss. So many New Yorkers are still homeless, still without power and heat—and it’s FREEZING right now. We had a snowstorm yesterday and there are plenty of empty seats in my classroom because my students are struggling to recover from the storms. I woke up on Monday morning and there was no hot water in the hotel; I immediately went on Facebook and typed up a complaint to post on my feed and then had a reality check. This week has been rather overwhelming but I don’t have the additional challenges faced by those who live along the coast. I have heat, power, internet access, and food. I’m busy, but I’m also blessed. Trying to focus on that fact as I do what I can for those in need.

I thought I might need a day to settle in but the more I travel, the easier it is to move between worlds. Dreamt about Brown Hill last night; Mrs. Daniel took me on a tour of the village the night before I left Nevis, and so I have a somewhat shadowy sense of the place. I remember steep hills and fenced yards, and tree frogs (called “crapauds” by the locals) sitting in or hopping across the road, land crabs frozen in the car’s headlights, and packs of donkeys ambling by while passing cars slammed on the brakes. Brown Hill is also home to Brown Hill Communications, a call center for Bell Canada. Maybe that’s what makes it so easy to move between my various “homes”—they’re all connected. At the airport this time I *did* pick up a SKN key chain. Back in June I decided I wasn’t enough of a patriot to flash the flag, but now…I don’t know. On my way to the airport on Wednesday I met with three members of the Slave Route Project curriculum committee and it looks like I may have a chance to take an active role in helping to develop lesson plans and train teachers. Which would be awesome, except for one thing: I have a full-time job here in NYC. Still, I’m going forward with my citizenship application; I applied for my long-form birth certificate this morning, which should list my father’s name, and picked up my letter of good conduct from One Police Plaza this afternoon. Looking at these great photos from Monday morning’s workshop makes me wonder how effective I’d be in a Caribbean classroom. Kids are kids but there are cultural differences to consider along with my own lack of teacher certification. Loving to teach doesn’t necessarily make me qualified to develop and/or deliver a brand new curriculum, even though I’m passionate about the subject of slavery. When I led my postcard workshop on Monday, I couldn’t get the kids to share their work…usually there are more hands in the air than I can call on, but this group was more reserved—maybe because they didn’t know me or each other. Instead they just worked quietly and diligently, raising their hand or softly calling “Teacher!” when they had a question. And when you’re summoned, you have to respond. Teachers teach. I’m just not sure I can manage to teach all these subjects and all these students at the same time. But I guess I can try…

I never have to wonder why I write what I write…here’s a recent review posted by a teacher on Amazon:

1.0 out of 5 stars Just the Thing to Stir Up Racial Tension

June 30, 2012

By Biblically Informed Reader

This review is from: A Wish After Midnight (Paperback)

I won this book as part of a prize in a drawing for teachers. Frankly, I am appalled. I would never use it with my students. It’s nothing but poorly written, mind-in-the-gutter, depressing trash destined to incite racial tensions, rather than to encourage unifying discussion. Surely there is something better than this to offer the youth of our nation.

I read seven more Ruth Chew novels yesterday and continue to find striking similarities between her books and mine—except I’m sure the above teacher would *love* Chew’s sanitized version of historical events…

I know I fussed about all those school visits last month, but I miss working with kids. Yesterday I caught the bus (van) back to the hotel and it was full of uniformed school children. I sat alone at the back until we pulled up to another school and half a dozen little boys piled in and filled the back seat. The littlest one accidentally stepped on my toe and looked up at me with a blend of awe and fear—I managed to keep a straight face as he softly apologized. I wanted to ask them what they do for fun once school is out, which books they love to read, but I don’t know these kids that way. Yet. Today I head over to my cousin’s school where I’ll speak to her mixed class of 1st–4th graders. I won’t have my powerpoint presentation to fall back on, so will answer their questions and ask a few of my own. Yesterday I received a lovely email from a teacher in Harlem:

I just wanted to say a huge thank you to you for coming and visiting with my 6th grade class at **** Academy. My students had so much fun working with you, and even more fun working on their speculative fiction stories (which we hope to complete this week). You had such a huge impact on my kids. I’m watching my students push themselves to improve as writers in ways they haven’t tried before. Some students who have stumbled to find points of entry into class activities this year have finally found success and enjoyment as a result of the work you did with them in the classroom, and for that I am forever grateful.

That particular collaboration worked so well because Behind the Book knows how to select the very best teachers…

This is my last full day here in Nevis. I have a lot more work to do, but I think I’ve absorbed about as much as I can for now. It will take months for me to fully “unpack” everything I’m bringing back. Yesterday I stopped at the police station but no one had any idea of how to find a record of my grandmother’s institutionalization; I’ll try the hospital later today. I went to the registrar’s office and flipped through two big books of birth records but didn’t find my great-grandparents. Many babies born before 1900 weren’t named at birth, it seems—or not at the time of registration. So I scanned the column that listed the name of the mother…interesting to see how certain names appeared over and over, sometimes because women had multiple children and other times because certain names were clearly popular: Keziah, Eliza Jane, Dorcas, Rosetta. Just not the Jane and Eliza I was looking for.

I spent the morning at the Alexander Hamilton House Museum. They had a small section on slavery, which was interesting, and I had a great conversation with the museum attendant. She confirmed what I had suspected: that Alexander Hamilton was an octoroon! His maternal grandfather, a doctor, lost his wife and so remarried a creole woman who was mixed race (mulatto). They had a daughter, Rachel, who would have been a quadroon (one quarter black) and she in turn had Alexander! Everything’s mixed here, and everyone’s connected it seems. This plaque (right) explains that John Smith, before founding Jamestown, VA, stopped at Nevis for 6 days back in 1607…we’re all migrants and have been for centuries.

I walked over to the alley—a narrow drive with high stone walls that marks all that remains of the original slave depot. Then I met Amba and Dianne for lunch at a nearby cafe that’s on the site of Amba’s former family home. We talked for more than two hours and could have kept on going—it was great to get the perspective of other “returnees,” people who have ties to Nevis but lived most of their lives abroad. We discussed the cost of living, the artist’s need for community, and the challenge of learning new ways of doing things to shift from “outsider” to “insider.” Dianne also shared *her* family research, which indicates that our shared Hood ancestors were of Portuguese Jewish descent. My cousin in Canada confirmed this, and added that her great-aunt moved to Panama at some point. It’s dizzying, all this information! But it’s also another point of entry, another open door…